This study used administrative data from Wisconsin Virtual School to identify patterns of student engagement in online courses (defined as the amount of time students were logged in to their course each week and how this varied over time). The study also examined whether the patterns were associated with course outcomes (defined as the percentage of possible points earned and the percentage of course activities completed). Six patterns of engagement were identified, and most students in five of the six engagement groups earned a high enough percentage of possible points to pass their online course. Students with low but steady engagement in their online course had better outcomes than students with low initial engagement that diminished throughout their course. Students who engaged in their online course for two or more hours per week had better outcomes than students who engaged for fewer than two hours per week. [For the full report, "An Analysis of Student Engagement Patterns and Online Course Outcomes in Wisconsin. REL 2016-147," see ED566960.]